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School-Based Induction for Newly Qualified Teachers in Classroom and Special Education Teaching Roles: How School-Based Induction Supports Inclusive and Special Education Teaching Practices

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Title: School-Based Induction for Newly Qualified Teachers in Classroom and Special Education Teaching Roles: How School-Based Induction Supports Inclusive and Special Education Teaching Practices
Language: English
Authors: Lisa Clinton (ORCID 0009-0009-8064-6533), Ann Marie Farrell (ORCID 0000-0002-4123-5661)
Source: Support for Learning. 2026 41(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 11
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Beginning Teachers, Beginning Teacher Induction, Inclusion, Elementary School Teachers, Mainstreaming, Regular and Special Education Relationship, Teacher Collaboration, Mentors, Educational Policy, Foreign Countries, Students with Disabilities
Geographic Terms: Ireland
DOI: 10.1111/1467-9604.70044
ISSN: 0268-2141
1467-9604
Abstract: This article explores how school-based induction supported Newly Qualified Teachers (NQTs) to develop inclusive teaching practices in a mainstream primary school in Ireland. Focusing on an NQT in a mainstream class and an NQT in a Special Education Teacher (SET) role, the study examines how structured reflective dialogue, collaborative mentoring and leadership shaped their confidence and practice. Using a qualitative case study design, data were gathered from semistructured interviews, weekly reflective meetings and researcher field notes. Findings show that protected reflective space, intentional SET-mainstream collaboration with mentors who engaged in dialogic, non-evaluative support enabled NQTs to move beyond 'survival mode' toward inclusive pedagogical decision-making. However, access to collaborative learning varied by teacher role, highlighting the need for equitable induction structures. The study contributes to current Irish policy debates by highlighting that school-based induction can embed inclusive practice when reflective learning is prioritised, SETs are positioned as co-educators, and leadership protects time and role clarity.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506987
Database: ERIC
FullText Text:
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  Data: School-Based Induction for Newly Qualified Teachers in Classroom and Special Education Teaching Roles: How School-Based Induction Supports Inclusive and Special Education Teaching Practices
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  Data: <searchLink fieldCode="AR" term="%22Lisa+Clinton%22">Lisa Clinton</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-8064-6533">0009-0009-8064-6533</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ann+Marie+Farrell%22">Ann Marie Farrell</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4123-5661">0000-0002-4123-5661</externalLink>)
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 10.1111/1467-9604.70044
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  Label: Abstract
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  Data: This article explores how school-based induction supported Newly Qualified Teachers (NQTs) to develop inclusive teaching practices in a mainstream primary school in Ireland. Focusing on an NQT in a mainstream class and an NQT in a Special Education Teacher (SET) role, the study examines how structured reflective dialogue, collaborative mentoring and leadership shaped their confidence and practice. Using a qualitative case study design, data were gathered from semistructured interviews, weekly reflective meetings and researcher field notes. Findings show that protected reflective space, intentional SET-mainstream collaboration with mentors who engaged in dialogic, non-evaluative support enabled NQTs to move beyond 'survival mode' toward inclusive pedagogical decision-making. However, access to collaborative learning varied by teacher role, highlighting the need for equitable induction structures. The study contributes to current Irish policy debates by highlighting that school-based induction can embed inclusive practice when reflective learning is prioritised, SETs are positioned as co-educators, and leadership protects time and role clarity.
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        Value: 10.1111/1467-9604.70044
    Languages:
      – Text: English
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        PageCount: 11
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      – SubjectFull: Beginning Teachers
        Type: general
      – SubjectFull: Beginning Teacher Induction
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      – SubjectFull: Inclusion
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Mainstreaming
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      – SubjectFull: Regular and Special Education Relationship
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      – SubjectFull: Teacher Collaboration
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      – SubjectFull: Mentors
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      – SubjectFull: Educational Policy
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Ireland
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              Y: 2026
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